applied behavior analysis for teachers - testbanklive.com · roots of applied behavior analysis...
TRANSCRIPT
i
Instructor’s Resource Manual and Test Bank
for
Applied Behavior Analysis for Teachers Ninth Edition
Paul A. Alberto and Anne C. Troutman
Applied Behavior Analysis for Teachers 9th Edition Paul Test BankFull Download: https://testbanklive.com/download/applied-behavior-analysis-for-teachers-9th-edition-paul-test-bank/
Full download all chapters instantly please go to Solutions Manual, Test Bank site: TestBankLive.com
ii
Preface
The purpose of this instructor’s manual is to provide instructor’s who are using Alberto and Troutman’s Applied Behavior Analysis for Teachers, 9th Edition supplementary activities and resources for their lectures and assignments. Each of the chapters in this manual corresponds with the chapters in the text. Each chapter in this manual contains the following:
Chapter objectives: Contains instructional objectives pertaining to the chapter. These
objectives may be used in the development of a course syllabus.
Chapter summary and outline: Contains a brief summary of the text chapter and a basic content outline
In-class activities: These are suggested activities to include in class lectures. Corresponding
slides and/or materials are also identified for their use in class.
Homework assignments: Each chapter contains suggestions for corresponding homework assignments for students that supplement chapter content and lecture information. These assignments are designed as a supplement to class readings and lectures.
Videos, Internet resources, Additional resources: These are teacher and/or student
resources that provide additional information or practice using concepts presented in the text.
PowerPoint Slides: PowerPoint slides are provided that highlight major concepts provided
in each chapter.
Handouts: Chapters also contain corresponding handouts that may be used for student homework assignments or review.
Test Questions: Finally, each chapter in this manual concludes with a bank of test
questions that may be used for assessing student learning. Corresponding answers for each test may be found at the end of this manual.
iii
Table of Contents
Page
Chapter 1 ………………………………………………………………… 1 In class activities…………………………………………………. 2 Homework assignments and Resources …………………………. 4 Handouts……………………..…………………………………… 5
Test Questions …………………………………………………… 7 Chapter 2 ………………………………………………………………… 13 In class activities ………………………………………………… 14 Homework assignments and Resources …………………………. 14
Test Questions …………………………………………………… 15 Chapter 3 ………………………………………………………………… 20 In class activities ………………………………………………… 21 Homework assignments and Resources …………………………. 22 Handouts ……………………..…………………………………… 23
Test Questions …………………………………………………… 24 Chapter 4 ………………………………………………………………… 29 In class activities ………………………………………………… 30 Homework assignments and Resources …………………………. 31 Handouts ……………………..…………………………………… 33
Test Questions …………………………………………………… 38 Chapter 5 ………………………………………………………………… 44 In class activities ………………………………………………… 45 Homework assignments and Resources …………………………. 45 Handouts ………………………………………………………… 46
Test Questions …………………………………………………… 51 Chapter 6 ………………………………………………………………… 58 In class activities ………………………………………………… 60 Homework assignments and Resources …………………………. 61 Handouts ………………………………………………………… 62
Test Questions …………………………………………………… 64 Chapter 7 ………………………………………………………………… 71 In class activities ………………………………………………… 72 Homework assignments and Resources …………………………. 72 Handouts ………………………………………………………… 74
Test Questions …………………………………………………… 75 Chapter 8 ………………………………………………………………… 81 In class activities ………………………………………………… 82 Homework assignments and Resources …………………………. 83 Handouts ………………………………………………………… 84 Test Questions …………………………………………………… 85
iv
Chapter 9 ………………………………………………………………… 91 In class activities ………………………………………………… 92 Homework assignments and Resources …………………………. 93 Test Questions …………………………………………………… 94 Chapter 10 ………………………………………………………………… 100 In class activities ………………………………………………… 102 Homework assignments and Resources …………………………. 102 Test Questions …………………………………………………… 104 Chapter 11 ………………………………………………………………… 110 In class activities ………………………………………………… 111 Homework assignments and Resources …………………………. 111 Test Questions …………………………………………………… 112 Chapter 12 ………………………………………………………………… 118 In class activities ………………………………………………… 119 Homework assignments and Resources …………………………. 119 Test Questions …………………………………………………… 120 Chapter 13 ………………. ……………………………………………… 126 In class activities …………………………………………………. 127 Homework assignments……………… ………………………….. 127 Test Questions …………………………………………………… 128 Test Key…………………………………………………………………… 130
5
1
Chapter 1
Roots of Applied Behavior Analysis
Chapter Objectives
After reading this chapter, students will have an understanding of:
1. The criteria required for identifying explanations of behavior that are useful and meaningful
2. The historical development of applied behavior analysis
3. The contributions of physicians, psychiatrists, scientists, and psychologists in the study of human behavior
4. The impact different interpretations of human behavior have influenced practitioners and teachers
Chapter Summary and Outline
This chapter discusses the requirements for meaningful and useful explanations of human behavior. It then describes
several interpretations of human behavior that have influenced large numbers of practitioners, including teachers.
The discussion includes tracing the historical development of a way of understanding and predicting human
behavior called applied behavior analysis. The chapter concludes by providing several examples of applied behavior
analysis in action.
I. The Usefulness of Explanations
Why are explanations for behavior important?
What requirements must be met in order to make an explanation useful?
Inclusiveness
Verifiability
Predictive Utility
Parsimony
II. Biophysical and Biochemical Explanations
How have theorists searched for explanations for human behavior within the physical structure of
the body?
Biophysical Explanations (Genetic and Hereditary Effects)
Biochemical Explanations (Brain Damage)
Usefulness of Biophysical and Biochemical Explanations
III. Developmental Explanations
What theories attempt to explain behavior based on fixed, innate developmental sequences?
Psychoanalytic Theory
A Stage Theory of Cognitive Development
The Usefulness of Developmental Theories
IV. Cognitive Explanation
What theory attempts to explain behavior based on people’s perception of reality?
Gestalt Psychology
The Usefulness of Cognitive Theory
V. Behavioral Explanation
What principles does the behaviorist apply to explain the development of both typical and atypical
human behavior?
Positive Reinforcement
Negative Reinforcement
Punishment
Extinction
2
Antecedent Control
Other Learning Principles
The Task of the Behaviorist
The Usefulness of the Behavioral Explanation
VI. Historical Development of Behaviorism
Where did behaviorism originate?
Historical Precedents
Psychological Antecedents
1. Respondent Conditioning
Ivan Pavlov
2. Associationism
Edward Thorndike
3. Behaviorism
John Watson
4. Operant Conditioning
B.F. Skinner
VII. Summary
VIII. Discussion Questions
In Class Activities
Activity Resource
Provide an overview of the chapter. Slide 1.2:
Overview of Chapter 1
Define the terms inclusive, verifiable, predictive
utility, and parsimony.
Slide 1.3:
Usefulness Criteria
Provide an overview of the biophysical explanation
of human behavior; introduce dominant and
recessive genetic inheritance.
Slide 1.4:
Biophysical and Biochemical Explanation of
Human Behavior
Describe how dominant genetic traits are passed
from parents to their child.
Slide 1.5:
Dominant Genetic Inheritance
Describe how recessive genetic traits are passed
from parents to their child.
Slide 1.6:
Recessive Genetic Inheritance
Provide an overview of biochemical explanation of
human behavior.
Slide 1.7:
Biophysical and Biochemical Explanation of
Human Behavior
Discuss the usefulness of the biophysical and
biochemical explanation of human behavior using
the criteria inclusiveness, verifiability, predictive
utility, and parsimony.
Slide 1.8:
Usefulness of Biophysical and Biochemical
Explanation of Human Behavior
Introduce the second explanation of human
behavior, developmental explanation. Briefly
discuss the two developmental theories that address
human behavior.
Slide 1.9:
Developmental Explanation of Human Behavior
Show video on Sigmund Freud. Biography-Sigmund Freud (1997). VHS. A & E
Home Video. 58 min.
Describe Jean Piaget’s Stage Theory of Cognitive
Development. Define assimilation, accommodation,
and equilibration.
Slide 1.9:
Developmental Explanation of Human Behavior
3
Activity Resource
Show video on Jean Piaget.
Piaget’s Developmental Theory: An Overview.
(1989). VHS. San Luis Obispo, CA: Davidson
Films Inc. 25 min.
Compare and contrast the Psychoanalytic Theory
and Stage Theory of Cognitive Development.
Slide 1.10:
A Comparison of Freudian and
Piagetian Theories
Handout 1.1:
A Comparison of Freudian and
Piagetian Theories
Discuss the usefulness of the developmental
explanation of human behavior using the criteria of
inclusiveness, verifiability, predictive utility, and
parsimony.
Slide 1.11:
Usefulness of Developmental Explanation of
Human Behavior
Define how Gestalt psychology has influenced
education. Ask students to summarize what useful
information they may gain from cognitive
information about their students.
Slide 1.12:
Cognitive Explanation of Human Behavior
Discuss the usefulness of the cognitive explanation
of human behavior using the criteria of
inclusiveness, verifiability, predictive utility, and
parsimony.
Slide 1.13:
Usefulness of Cognitive Explanation of Human
Behavior
Identify the fourth explanation of human behavior,
the behavioral explanation. Discuss the focus of a
behavioral explanation of human behavior.
Slide 1.14:
Behavioral Explanations of Human Behavior:
Discuss and define the following important concepts
in the behavioral explanation: positive
reinforcement, negative reinforcement, punishment,
extinction, antecedent control, stimulus control,
setting events, modeling, and shaping.
Slide 1.15 to 1.16:
Important Concepts of Behavioral
Explanation
Discuss the usefulness of the behavioral explanation
of human behavior using the criteria of
inclusiveness, verifiability, predictive utility, and
parsimony.
Slide 1.17:
Usefulness of Behavioral Explanation of Human
Behavior
Review the 4 theoretical explanations of human
behavior using the criteria of inclusiveness,
verifiability, predictive utility, and parsimony.
Slide 1.18:
Usefulness of Explanations of Human Behavior
Handout 1.2:
Usefulness of Explanations of
Human Behavior
Discuss the historical development of behaviorism
from respondent conditioning through to operant
conditioning.
Slide 1.19 to 1.20:
Historical Development of
Behaviorism
Show videos of B.F. Skinner
B.F.Skinner: A Fresh Appraisal. (1999).
VHS. San Luis Obispo, CA: Davidson
Films Inc. 40 min.
His Own Best Subject: A Visit to B.F.
Skinner’s Basement. VHS. San Luis
Obispo, CA: Davidson Films Inc. 20 min.
Define the term applied behavior analysis. Slide 1.21:
Applied Behavior Analysis
Discuss the 7 characteristics of research that is
classified as applied behavior analysis by Baer,
Wolf, & Risely (1968).
Slide 1.22:
7 Characteristics of Research to Qualify as
Applied Behavior Analysis
4
Homework Assignments
Have students observe a young child and identify the developmental stage at which the observed child
is functioning according to Freud and Piaget
Write a 1-2 paragraph example and explanation of the following sentence: “Learning occurs as a result
of the consequences of behavior.”
Have students research instructional strategies teachers use to establish stimulus control. Strategies
include: antecedent cues, picture prompts, and auditory prompts.
Have students review a study found in the Journal of Applied Behavior Analysis. Ask students to
identify the behavior targeted for change, the intervention used by the investigator(s), and whether a
functional relation between the two was established. Have students present their findings in class.
Video Resources
B.F. Skinner: A Fresh Appraisal (1999). VHS. San Luis Obispo, CA: Davidson Films Inc. 40 min.
Biography-Sigmund Freud (1997). VHS. A & E Home Video. 58 min.
His Own Best Subject: A Visit to B.F. Skinner’s Basement (2000). VHS. San Luis Obispo, CA: Davidson
Films Inc. 20 min.
Piaget’s Developmental Theory: An Overview (1989). VHS. San Luis Obispo, CA: Davidson Films Inc. 25
min.
Additional Text Resources
Beilin, H., & Pufall, P. (1992). Piaget’s theory: Prospects and possibilities. Hillsdale, NJ: Lawrence Erlbaum
Associates.
Morris, E.K., & Todd, J.T. (Eds) (1995). Modern perspectives on B.F. Skinner and Contemporary Behaviorism.
Westport, CT: Greenwood Press.
Nye, R. (1992). The legacy of B.F. Skinner: Concepts and perspectives, controversies and misunderstandings.
Stamford, CT: Wadsworth.
5
Handouts
A Comparison of Freudian and Piagetian Theories
Freud’s Psychoanalytic Theory Piaget’s Theory of Cognitive Development
AGE STAGE AGE STAGE
Birth to 2 years Oral Stage: Gratification centered
around the mouth Birth to 1 ½
years
Sensorimotor Intelligence: Infant is
preoccupied with differentiating
himself from the rest of the world and
establishing representations of objects
2 to 4 years Anal Stage: Child derives
gratification from withholding and
controlling feces. This corresponds
with toilet training.
1 ½ to 4 or 5
years
Preoperational Thought-
Representational Thinking: The child
develops language, however is still
unable to take another person’s point of
view.
4 to 6 years Phallic Stage: Gratification
centers around genitalia. Child
becomes attached to parent of the
opposite sex and develops hostility
to parent of the same sex.
5 to 7 years Preoperational Thought-Intuitional
Thinking: Child begins to understand
conservation, attends to more than one
aspect of an object at a time, and
understands reversibility of some
operations.
6 years to
puberty
Latency Stage: Child identifies
with the parent of the same sex and
play primarily with other children
of the same sex in sex-stereotyped
activities
7 to 11 years Concrete Operations: Organizes
perceptions and symbols; able to
classify along several dimensions
simultaneously; cannot solve abstract
problems.
Puberty Genital Stage: Child becomes
interested in members of the
opposite sex.
12 years to
Adult
Formal Operations: Deals with
abstractions, hypothetical situations,
and can think logically
H 1.1
6
Usefulness of Explanations of Human Behavior
Theoretical
Explanation
Inclusiveness
Verifiability
Predictive Utility
Parsimony
Biophysical/Biochemical
Poor
Fair
Poor
Poor
Developmental
Good
Poor
Fair
Poor
Cognitive
Good
Poor
Poor
Poor
Behavioral
Fair
Good
Good
Good
H 1.2
7
Chapter 1 Test Questions
Roots of Applied Behavior Analysis
True-False Questions
1-1. Developmental theories verify and prove that inappropriate and maladaptive behavior can be explained by a
failure to reach or pass a particular stage.
1-2. Certain genetic characteristics may increase the probability of certain behavioral characteristics.
1-3. According to the psychoanalytic theory, most people fixate at a certain stage thus becoming overeaters,
smokers, verbally abusive and/or anal-retentive.
1-4. Gestalt psychology's emphasizes humans imposing structure on their environment and seeing relationships
rather than individual objects or events as separate entities.
1-5. John Watson first distinguished operant from respondent conditioning.
1-6. A parsimonious explanation of behavior includes explanations distant from
observed behavior and its relationship to the environment.
1-7. The Gestalt psychology cognitive explanation for behavior meets the criterion of inclusiveness, predictive
utility, and parsimony for explaining behavior.
1-8. Biophysical explanations of behavior include theories based on genetic or hereditary factors.
1-9. Freud’s Psychoanalytic Theory provides a strong cognitive explanation of behavior.
1-10. Developmental theories are difficult to verify and prove that the causes of behavior may be attributed to
passage through a certain developmental stage.
1-11. Gestalt psychology emphasizes that learning is a process of imposing structure on perceived information.
1-12. Reflexive behaviors that are not under voluntary control are associated with operant conditioning.
1-13. Behaviors that are voluntary in nature rather than reflexive are usually associated with operant conditioning.
1-14. Applied behavior analysis may be defined as the process of applying behavioral principles to improve
behaviors while simultaneously evaluating whether noted changes may be attributed to the application of
those principles.
Multiple Choice Questions
1-15. In explaining behavior, a useful theory must be:
a. inclusive and justifiable
b. inclusive, verifiable, and justifiable
c. verifiable, exclusive, and predictable
d. inclusive, verifiable, have predictive utility, and be parsimonious
1-16. Information concerning a child's brain damage:
a. can be useful in the teacher's selection of behavior management techniques
b. helps teachers determine who should be in school and who should not
c. can cause teachers to have low expectations of students and give them excuses
not to teach
d. none of the above
8
1-17. A genuine scientific explanation must:
a. be inclusive of all behaviors
b. predict one behavior to the exclusion of all other behaviors
c. a and b
d. none of the above
1-18. A relationship among events in which the rate of a behavior’s occurrence increases when some environmental
condition is removed is:
a. differential reinforcement
b. reinforcement
c. positive reinforcement
d. negative reinforcement
1-19. To the behaviorist, punishment occurs only when:
a. the preceding behavior decreases
b. the preceding behavior increases
c. both a and b
d. neither a or b
1-20. The focus of the behavioral approach is:
a. observing and predicting
b. facilitating behavior change
c. recording and verifying aberrant behaviors
d. all of the above
1-21. Pairing stimuli so that an unconditioned stimulus elicits a response is known as all of
the following EXCEPT:
a. Pavlovian
b. classical
c. respondent conditioning
d. shaping
1-22. “Jack can’t learn because he has Down syndrome” is an example of what explanation of behavior?
a. biophysical explanation
b. developmental explanation
c. cognitive explanation
d. behavioral explanation
1-23. An antecedent stimulus is:
a. an event occurring before the behavior is performed
b. an event occurring after the behavior is performed
c. a and b
d. none of the above
1-24. To qualify as a behavior, something must be:
a. observable
b. quantifiable
c. a and b
d. none of the above
1-25. Behaviorists are LEAST concerned with the following:
a. functional relation
b. observable behaviors
c. present events
d. past events
9
1-26. For an explanation of behavior to be “verifiable” it must
a. account for a substantial quantity of behavior
b. provide reliable answers about what people are likely to do under certain circumstances
c. provide the simplest explanation
d. be testable
1-27. Operant conditioning deals with __________ behaviors.
a. emotional
b. trained
c. reflexive
d. voluntary
1-28. When a previously reinforced behavior is no longer reinforced and its rate of
occurrence decreases, what behavioral principle is being used?
a. Punishment
b. Positive Reinforcement
c. Positive Punishment
d. Extinction
1-29. When a student is given a pleasant consequence to a behavior and it results in an increase in the behavior’s
rate of occurrence, what behavioral principle is being used?
a. Negative Reinforcement
b. Positive Reinforcement
c. Punishment
d. Stimulus control
1-30. An event is described as ________ if the rate of occurrence of a preceding behavior decreases.
a. Negative Reinforcement
b. Positive Reinforcement
c. Shaping
d. Punishment
1-31. What is known as a “demonstration of behavior”?
a. Modeling
b. Shaping
c. Positive Reinforcement
d. Operant Conditioning
1-32. The behavior principle that describes a relationship between behavior and an
antecedent stimulus rather than behavior and its consequences are known as:
a. Stimulus control
b. Respondent conditioning
c. The Law of Effect
d. Principle of Parsimony
1-33. For an explanation of behavior to have predictive utility it must
a. account for a substantial quantity of behavior
b. be testable
c. provide the simplest explanation
d. provide reliable answers about what people are likely to do under certain circumstances
1-34. The Law of Effect is associated with what behavioral principle?
a. Reinforcement
b. Extinction
c. Punishment
d. Antecedent prompting
10
1-35. For an explanation of behavior to be parsimonious, it must
a. account for a substantial quantity of behavior
b. be testable
c. provide the simplest explanation
d. provide reliable answers about what people are likely to do under certain circumstances
1-36. Who is associated or responsible for the use of the term “behaviorism?”
a. Skinner
b. Watson
c. Darwin
d. Pavlov
1-37 _________ conditioning deals with behaviors that are voluntary rather than
reflexive.
a. Operant
b. Respondent
c. Reflexive
d. Overactive
1-38. What is the major purpose of applied behavior analysis?
a. to provide a process of systematically applying specific principles to facilitate behavior change
b. to provide a systematic means of determining whether changes in behavior may be attributed to the
application of behavioral principles.
c. none of the above
d. both a and b
1-39. Which of the following is NOT one of the criteria set forth by Baer, Wolf, and Risley (1968) as the
qualifications for research to be considered applied behavior analysis:
a. the behavior must be socially important
b. the behavior must be objectively defined
c. a functional relation must be demonstrated
d. must be an aberrant behavior
1-40. Which of the following influenced the behaviorist movement?
a. cognitivism
b. functionalism
c. constructivism
d. none of the above
1-41. John was scheduled to take a spelling test each Friday. His mother told him if he received 90% correct or
better for three out of four spelling test he would get to buy a new video game. His mother was employing
which of the following behavioral techniques?
a. punishment
b. negative reinforcement
c. shaping
d. positive reinforcement
1-42. Which of the following is attributed with the Stage Theory of Development?
a. Jean Piaget
b. Sigman Freud
c. Ivan Pavlov
d. B. F. Skinner
11
1-43. Ms. Sims was having difficulty getting Tia to sit during morning circle. She decided that she would
reinforce Tia’s attempts to sit during circle time. She began by reinforcing Tia when she was standing next
to her chair, then when she had one knee on her chair. She continued this process until Tia remained seated
during morning circle time. Ms. Sims employed which the following behavioral techniques?
a. modeling
b. shaping
c. positive reinforcement
d. negative reinforcement
1-44. Operant behaviors are ______ voluntarily, whereas respondent behaviors are ________ by stimuli.
a. elicited, occasioned
b. emitted, elicited
c. occasioned, emitted
d. none of the above
1-45. Circumstances which temporarily alter the power of a reinforcer are known as _________.
a. models
b. negative reinforcers
c. setting events
d. positive reinforcers
1-46. Theorists who explain human behavior based on physical influences employ which of the following
explanations?
a. cognitive
b. biophysical
c. cognitive
d. behavioral
1-47. Which of the following theorists is credited with classical conditioning?
a. B.F. Skinner
b. Jean Piaget
c. Ivan Pavlov
d. none of the above
1-48. ____________ is the process of using successive approximations to teach a new behavior or skill.
a. stimulus control
b. shaping
c. modeling
d. generalization
Short Answer Questions
1-49. What is meant by extinguishing a behavior?
1-50. List three qualifications research must have in order to be considered Applied Behavior Analysis.
1-51. What is meant by stimulus control?
1-52. Define and give an example of modeling.
.
Essay
*1-53. Discuss how Skinner’s distinguishing of operant from respondent conditioning impacted the study of applied
behavior analysis.
12
*1-54. As a behaviorist working in a school of teachers who believe very strongly in developmental theory, how
would you convince them that a behavioral approach may be more appropriate for some of their students?
* 1-55. Based on the criteria set forth by the usefulness explanation of human behavior (inclusiveness, verifiability,
predictive utility, and parsimony) compare and contrast behaviorism with one of the following proposed
explanations of human behavior: biophysical, developmental, or cognitive.
* 1-56. Define and differentiate between positive reinforcement, negative reinforcement, and punishment. Give an
example of each.
*1-57 List and discuss the contributions put forth by three behaviorists and explain how their contributions
furthered the field of behaviorism.
13
Chapter 2
Responsible Use of Applied Behavior Analysis Procedures
Chapter Objectives Following completion of this chapter, students will:
1. Understand why some resist the use of behavior change strategies
2. Be familiar with how applied behavior analysis procedures are used ethically and responsibly
3. Understand the components of accountability
Chapter Summary and Outline
This chapter addresses many of the issues raised by those who practice applied behavior analysis. The authors begin
by address the concerns raised in using procedures of applied behavior analysis and they examine some of the
specific criticisms raised against its use. In addition, ethical guidelines for using applied behavior analysis
procedures are discussed in detail.
I. Concerns about applied behavior analysis
Confusion with other procedures
Reaction to controversial procedures
Concerns about coercion
II. Ethical use of applied behavior analysis procedures
A therapeutic environment
Services whose overriding goal is personal welfare
Treatment by a competent behavior analyst
Programs that teach functional skills
Behavioral assessment and ongoing evaluation
The most effective treatment procedures available
III. Accountability
How applied behavior analysis lends itself to accountability
IV. Summary
V. Discussion Questions
14
In Class Activities
Activity Resource
Provide an overview of the chapter Slide 2.2:
Chapter Overview
Explain the difference between applied behavior
analysis and behavior modification procedures.
Slide 2.3:
Examples of Applied Behavior Analysis
Procedures and Behavior Modification
Procedures
Discuss reaction within the field of behavior analyst
and outside the field of applied behavior analysis to
controversial procedures.
Slide 2.4:
Reactions to Controversial Procedures
See text for full discussion.
Discuss the concerns about coercion and the way in
which behavior analyst address these concerns.
Slide 2.5:
Concerns about Coercion
Discuss factors that must be considered in
determining whether a proposed intervention is
ethical.
Slide 2.6:
Ethical Use of Applied Behavior Analysis
Procedures
Describe the rights of potential recipients of
behavior change treatments or interventions.
Slide 2.7-2.13:
Individual Rights
Discuss the importance of accountability and the
ways in which behavior analyst address
accountability.
Slide 2.14:
Accountability
Homework Assignments
Respond in a few paragraphs to the following: “What could happen if an applied behavior analysis procedure is
misused?”
Locate and read the ethical guidelines for teachers and practitioners established by various professional
organizations.
Investigate and report on the controversy surrounding the use of behavior-change procedures.
Additional Resources
Ethics Information www.apa.org/ethics/code.html
Ethical Principles of Psychologists and Code of Conduct www.apa.org/ethics/code.html
Council for Exceptional Children Code of Ethics
www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/EthicsPractice/Standa
rds/CEC_Code_of_Ethics_for_Educators_of_Persons_with_Exceptioanlities
Task List and Knowledge, Skills, and Abilities Statements for Applied Behavior Analysts.
http://psyc.csustan.edu/bhesse/psy5090/pdf%20files/TaskList-97%5B1%5D.pdf
15
Chapter 2 Test Questions
Responsible Use of Applied Behavior Analysis Procedures
True-False Questions
2-1. “Humanists” often perceive any systematic effort to change behavior as coercive and inhumane.
2-2. Behavioral approaches are less difficult to implement than most other procedures.
2-3. The term “behavior modification” refers ONLY to procedures derived from the experimental analysis of human
behavior.
2-4. Research has shown that when positive reinforcement is used, intrinsic motivation is decreased.
2-5. Behavior analysis has the power to remove the ability of the individual to choose alternative responses.
2-6. It is unethical to exclude any student from the regular classroom regardless of its positive or negative effects.
2-7. Suppressing behaviors such as whistling and laughing while in school is ethical if it helps to establish “law and
order” in the classroom.
2-8. It is not ethical to assure parents that if a procedure is used, their child will no longer require placement in a
special class.
2-9. Informed consent is based on full understanding of all aspects of a planned program, including possible risks.
2-10. It is unethical for teachers to arbitrarily decide what to teach students to do or stop doing.
2-11. Applied Behavior Analysis is used to define the systematic methods employed for behavior change taught in
this course
2-12. Consent that ensures voluntary participation in behavior change programs must be both voluntary and
considered socially valid.
2-13. It may be necessary to eliminate or reduce the rate of some student behaviors
2-14. Voluntary consent implies publication of goals, procedures, and results so that they may be evaluated
2-15. Applied Behavior Analysis refers only to procedures derived from the experimental analysis of human
behavior.
Multiple Choice Questions
2-16. __________ refers only to procedures derived from experimental analysis of human behavior.
a. cognitive modification
b. behavior modification
c. systematic analysis
d. all of the above
2-17. Aversive or exclusionary procedures may create problems in ALL BUT ONE of the following ways:
a. their misuse is common and often defined by the users as behavior modification
b. their use is always appropriate when administered by professionals
c. their use causes more concern than other behavioral procedures
d. all of the above
16
2-18. The goal of behavior analysts is to __________ the number of options available to people.
a. decrease
b. neutralize
c. increase
d. limit
2-19. Which of the following is NOT important to the consumers of education (students, parents, community)?
a. goals
b. procedures
c. outcomes
d. standardized assessment instruments
2-20. Voluntary participation is facilitated by:
a. avoiding threats and incentives that are too powerful
b. involving the subjects of the program in selecting as few aspects of the program as possible
c. both a and b
d. none of the above
2-21. The following procedures should be administered only under the supervision of a qualified instructor:
a. shaping
b. aversives
c. exclusion
d. all of the above
2-22. In learning applied behavior analysis procedures, good supervision includes:
a. training and observation
b. training and evaluation
c. training and implementation
d. both a and b
2-23. For those students with maladaptive behaviors and limited adaptive behaviors in their repertoire, the teacher
may need to:
a. just ignore the maladaptive behaviors
b. eliminate the maladaptive behaviors first
c. teach adaptive behaviors as soon as possible.
d. both b and c
2-24. The relationship between behavior and the environment is:
a. unilateral
b. reciprocal
c. parallel
d. linear
2-25. Teachers are accountable to:
a. administrative supervisors
b. parents of their students
c. the community
d. all of the above
2-26. A primary consideration that guides teachers in designing a program to change a student's behavior is:
a. proven effectiveness of a technique
b. administrative desires
c. availability of materials
d. student's mental age
Applied Behavior Analysis for Teachers 9th Edition Paul Test BankFull Download: https://testbanklive.com/download/applied-behavior-analysis-for-teachers-9th-edition-paul-test-bank/
Full download all chapters instantly please go to Solutions Manual, Test Bank site: TestBankLive.com